Subject/Class: Grade 5 Language Title: Biographies Part 2

Objectives/!pectations: (By the end of class, students will be able to.)

Main Objective:
Students will gather information for writing by interviewing a family member or
adult friend about their life
students will organize information and produce a biographical composition about
their person
students will edit and self-assess their work
Petras will be working towards the same goals (but will be provided with a lot of
scafolding)
"ntroduction (20 mins)
Teacher #ctivit$
gather students in a circle and
give students 5 minutes to think
about one thing that they would
like to share about the person
that they interviewed everyone
given choice to share, pass or pass
and come back
all students given choice to share
orally or with picture or written
comment
Student #ctivit$
students share their one fact
Lesson %evelop&ent (30 mins)
Teacher #ctivit$
review anchor chart with elements of
a biography on it
review writing process with class
which is posted on wall organize
ideas for writing either on graphic
organizer or in another format if
preferred, 1
st
draft, editing and fnal
draft
students given a variety of tools to
create their composition pencil and
paper, technology for typing, voice to
text, Explain Everything to record
biography orally, book format in
TarHeel Reader or iBooks students
Student #ctivit$
students write a biography using the
questions and answers that they
collected from interviewing a family
member or other adult using the 3
part process will have 3-5
paragraphs highlighting 3 parts of
the persons life they will be
reminded to check the anchor chart
to ensure that they know what the
content, structure, tone and
perspective will be for their
composition and will be encouraged
to use some of the interesting,
descriptive words
Subject/Class: Grade 5 Language Title: Biographies Part '
Objectives/!pectations: (By the end of class, students will be able to.)
Main Objective:
1.Students will gather information for writing by interviewing a family member or
adult friend about their life
2.students will organize information and produce a biographical composition about
their person
3.students will edit and self-assess their work
4.Petra will be working towards the same goals (but will be provided with a lot of
scafolding)
"ntroduction (20 mins)
Teacher #ctivit$
show short biographies on video
keeping in mind to include a
diverse mix of people who might
be interesting to students based
on their backgrounds and
interests
show several written biographies
on SmartBoard and talk through
the diferent parts and
information

Student #ctivit$
Participate in discussion
Lesson %evelop&ent (30 mins)
Teacher #ctivit$
defne the term biography and any
other vocabulary that students
share that they are not familiar
with, keeping in mind that Orenda
may need many defnitions as well
as links to his native language
discuss defnitions orally as well
as recording the word and its
defnition on the SmartBoard
have a peer put new words on
Naveens GoTalkNow use
Visuwords on SmartBoard and
have students come up and enter
unknown words to come up with a
defnition and visual
discuss the purposes for writing a
biography or autobiography
make links to previous works that
have been read in class what
could we analyze these
compositions for? e.g. content,
structure, tone, voice, perspective,
interesting, descriptive vocabulary
strategically group students based
on a mix of ability levels and
multiple intelligences ensure
Student #ctivit$
share thoughts on the defnitions
of vocabulary
volunteer to fnd defnitions using
Visuwords
think-pair-share strategy to have
students think about responses
before having to share with the
whole class record items on
SmartBoard and brainstorm what
we might be look-fors for these
items
each group analyzes their
biography and decides what is the
are invited to use visuals as
necessary e.g. photos of their subject
or details about their life
students self-assess by determining
where they are in the writing process
and by checking their work against
the anchor chart (visual and
auditory)
Petras graphic organizer will have
sentence starters flled in for her that
she records the endings of she then
has the option of recording her
biography orally
Closure/(e)ection (20 mins)
Teacher #ctivit$
Have students work with a partner to
self and peer assess their work so far
some students will need more
guidance and prompting to compare
their work against the anchor chart
Pair students strategically so that
everyone is supported with the
reading, auditory and comparing
required for this
Student #ctivit$
At the end of the class students will
review the work that they have
completed so far and self and peer
assess how they have done against
the anchor charts
#ssess&ent (Each Student will be assessed on)
Descriptive feedback on biography based on the success criteria created on
previous day and recorded on anchor chart
!tension (If there is etra time at the end of class or used for net class)
Continue working on biography
Other/Tools/*aterials
Students interview records, iPads, graphic organizer partially completed for Petra,
anchor charts for writing process and biography structure